Self-Efficacy in Instructional Technology Contexts (eBook)

Charles B. Hodges (Herausgeber)

eBook Download: PDF

2018 | 1st ed. 2018
XXII, 292 Seiten
Springer International Publishing (Verlag)
978-3-319-99858-9 (ISBN)

Infos

This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics.  The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.

Dr. Charles B. Hodges is a Professor of Instructional Technology at Georgia Southern University and is currently the Editor-in-Chief of the journal TechTrends, a journal of the Association for Educational Communications and Technology published by Springer. Dr. Hodges earned a B.S. degree in Mathematics with a minor in Computer Science from Fairmont State University, a M.S. degree in Mathematics from West Virginia University, and a Ph.D. in Curriculum and Instruction from the Learning Sciences and Technologies program at Virginia Tech.  Prior to joining the faculty at Georgia Southern University he was a member of the mathematics faculty at Virginia Tech for 15 years. His research has focused mainly on self-efficacy in technology intensive mathematics courses and the professional development of STEM teachers.  He has published over 30 scholarly works and delivered numerous conference presentations.  He has worked on multiple federally-funded grants and contracts as principal investigator or co-principal investigator.  Most recently he was funded by the National Youth at Risk Center of Georgia Southern University to study Computer Science education rural schools.

Inhalt

Dedication 5
Preface 6
Acknowledgments 8
Contents 9
About the Authors 11
Part I: Higher Education Contexts 21
Chapter 1: Self-Efficacy Research in Online Learning 22
Introduction 22
Early Academic Self-efficacy Studies 23
Self-efficacy for Technology Use Research 24
Self-efficacy for Strategy Use Research 27
Intervention Studies Purposed to Affect Self-efficacy 28
References 30
Chapter 2: Self-Efficacy and Training of Faculty Who Teach Online 33
Introduction 33
Literature Review 35
Self-efficacy 35
Self-efficacy and Achievement 35
Self-efficacy and Training 36
Training of Higher Education Faculty to Teach Online 37
Teacher Efficacy Models 39
Methods 40
Research Questions 41
Instrumentation 41
Findings 43
Discussion of Findings 46
Limitations of the Study 47
Implications for Practice 47
Conclusions 48
References 49
Chapter 3: The Role of Learner Self-Efficacy in Online Test Anxiety and Help-Seeking among College Students 52
Introduction 52
Learner Self-efficacy in Online Test Anxiety and Help-Seeking 55
Learner Self-efficacy 56
Online Test Anxiety 57
Online Help-Seeking 57
Demographic Differences 58
Two Empirical Studies on Learner Self-efficacy in Online Test Anxiety and Help-Seeking 59
Study 1 59
Participants 59
Procedure and Measures 60
Findings of Study 1 60
Discussion of Study 1 62
Study 2 63
Participants 64
Findings of Study 2 64
Discussion for Study 2 65
General Discussion and Future Directions 66
Integrative View of Leaner Self-efficacy in Online Learning 66
Practical Implications and Future Directions 67
References 68
Chapter 4: Self-Efficacy and Mobile Learning Technologies: A Case Study of CourseMIRROR 73
Introduction 73
Self-efficacy as the Theoretical Framework 74
Self-efficacy and Academic Achievement 76
Self-efficacy and Reflection Behaviors 77
Self-efficacy and Mobile Learning Technologies 78
CourseMIRROR: Mobile In Situ Reflections and Review with Optimized Rubrics 80
Implementation of CourseMIRROR in an Engineering Classroom 81
Participants 81
Measures 82
Analysis and Results 83
Conclusion 84
References 85
Chapter 5: I Saved the Patient: Simulation and Self-Efficacy in Health Education 91
Introduction 91
Simulation and Instructional Technology 92
Self-efficacy 94
Self-efficacy in Simulation 95
Research Design and Methodology 96
Findings and Discussion 97
Conclusions 101
References 102
Chapter 6: Guided Reflective Journaling with Case-Based Instruction in a Dysphagia Course: Learner Self-Efficacy and Reaction 105
Introduction 105
Theoretical Framework 106
Method 107
Research Context 107
Data Collection 108
Data Analysis 108
Findings 109
Within-Case Findings 109
Cross-Case Findings 110
Discussion and Future Directions 112
Appendix 114
References 115
Part II: K-12 Teachers 117
Chapter 7: Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology 118
Introduction 118
Self-efficacy 120
Teacher Self-efficacy 120
Computer Self-efficacy 121
Gender Differences in Instructional Technology Usage 122
The Role of Motivation in Shaping Beliefs About Technology 123
Teacher Burnout 125
Conclusions 126
References 129
Chapter 8: Examining Elementary Education Teachers and Preservice Teachers’ Self-Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK) 133
Synthesis of Literature 134
TPACK Framework 135
Beliefs About Technology Integration 136
Method 137
Participants 137
Data Collection 138
Data Analysis 138
Findings 139
Research Question 1: Participants’ Self-efficacy 139
Research Question 2: Modeling in Education Courses 140
Research Question 3: Types of Modeling 141
Discussion 146
Modeling 147
Modeling as Mastery Experiences 147
Modeling as Vicarious Experiences 148
Recommendations 149
Conclusion 149
Appendix: Survey Questions 150
References 151
Chapter 9: The Interplays Between Teachers’ Self-Efficacy and Problem-Solving Competence in Technology-Mediated, Open-Ended Professional Development 155
Introduction 155
Literature Review 157
Method 159
Participants 160
Open-Ended PD 161
Procedure and Data Analysis 161
Findings 164
Issues with Self-efficacy 164
Enhancing Self-efficacy 167
Discussion 172
Conclusion 174
References 174
Chapter 10: Self-directed Professional Learning and Educator Self-Efficacy: The Case of Voxer 177
Introduction 177
Literature Review 180
Sources of Self-efficacy 180
Teacher Self-efficacy 182
Influencing Self-efficacy Through Professional Learning Networks 183
Methods 184
Instrument 184
Data Collection 184
Sample 185
Data Analysis 186
Findings 187
Discussion 190
Conclusions 192
References 193
Chapter 11: Developing Teacher Self-Efficacy to Teach Science and Computational Thinking with Educational Robotics: Using Scaffolded Programming Scripts 196
Introduction 196
Teacher Self-efficacy and Teaching with Technology 197
Teacher Self-efficacy and Teaching with Robotics 198
Computational Thinking 199
Teaching Computational Thinking 200
Method 202
Participants 202
LEGO WeDo 202
Data Collection Instruments 202
Scaffolded Programming Scripts 204
Research Procedure 205
Results 206
Conclusions 209
Appendix 1: Computer Programming Task for “Dancing Birds” 210
Appendix 2 211
References 214
Chapter 12: Self-Efficacy to Teach Coding in K-12 Education 217
Introduction 217
Importance of Coding Education 218
Teachers’ Roles and Sense of Self-efficacy in Coding Education 220
Current Status of Coding Education 221
Method 222
Sample and Procedure 223
Instruments 225
Interview Protocol Form 225
Online Survey Form 225
Results 226
Perceived Benefits of Coding Education 226
Perceived Challenges of Coding Education 228
Perceived Self-efficacy Skills for Coding Education 230
Discussion and Conclusions 232
Appendix: Interview Questions 235
References 235
Part III: K-12 Learners 239
Chapter 13: Learner Self-Efficacy in K-12 Online Environments 240
Introduction 240
Self-efficacy 241
Sources of Self-efficacy 241
Mastery Experience (Past Performance) 242
Vicarious Experiences 242
Social Persuasion 242
Physiology 243
Summary/Transition to Online Learning 243
Learning in the Online Context 243
Computer Self-efficacy 244
Internet Self-efficacy and Student Achievement 244
Self-efficacy in Higher Education Online Courses 245
K-12 Online Learning 246
Recommendations and Analysis for Encouraging Self-efficacy in Online Learning 248
Conclusions 250
References 250
Chapter 14: Secondary School Students’ Computer Self-Efficacy and Their Perception on Computer-Related Tasks in Indonesia 255
Introduction 255
Relevant Literature Review 256
Computer Self-efficacy 256
ICT for Secondary Schools in Indonesia 257
Impacts of ICT in the Classroom 257
Factors that Influence the Use of ICT in Classroom 258
Method 259
Participants 259
Instrumentation 260
Data Collection Procedure and Analysis 261
Findings 261
Students’ Computer Self-efficacy 261
Students’ Perception of Computer-Related Tasks 263
Students’ Comments Regarding Computer-Based Exam and the Exam Preparation 264
Students’ General Comments Regarding the Use of ICT in Extra Curricular Activities 264
Conclusion 266
References 266
Chapter 15: Self-Efficacy Beliefs Influencing Year 9 Students’ Actions in a Bilingual Learning Management System 268
Introduction 268
Theoretical Considerations 269
CLIL Communication 269
Self-efficacy, Self-theory, and Self-regulation in CLIL 272
Method 274
Participants 275
Context of Lessons 275
Design Consideration for the LMS 276
Data Collection Tools 277
Voice Recordings and Video Footage 277
Student-Designed Questionnaire 277
Focus Group Interviews 278
Findings 278
Conclusions 287
References 288
Index 291

Produkt-Details

• Erscheint lt. Verlag: 24.10.2018
• Zusatzinfo: XXII, 292 p. 21 illus., 18 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Designing for Self-Efficacy • Design of Learning Environments • Educational technology • Instructional Technology • Learner Self-Efficacy • Massive Open Online Courses (MOOCs) • Motivation • self-efficacy • Teacher self-efficacy
• ISBN-10: 3-319-99858-7 / 3319998587
• ISBN-13: 978-3-319-99858-9 / 9783319998589